• A Practitioner's Guide to Instructional Design in Higher Education
  • Acknowledgements
  • Contributing Authors
  • Introduction
  • The Competencies for Instructional Designers in Higher Education
  • Communicating Instructional Design with Faculty
  • Conducting Needs Assessments to Inform Instructional Design Practices and Decisions
  • Managing Instructional Design Projects in Higher Education
  • Designing with Instructional Continuity in Mind
  • Designing Non-Instructional Messages: Beyond Training
  • Immersive Learning Environments: Designing XR into Higher Education
  • A Guide to Designing Accessible eLearning
  • Data-Informed Design for Online Course Improvement
  • Learning Analytics as a Tool for Improvement and Reflection on Instructional Design Practices
  • The Use of Q Methodology to Evaluate Instruction in Higher Education
  • An Examination of the People and Processes Involved in Quality Assurance
  • Instructional Designers Leading Through Research
  • Embedding Effective Instruction in Educational Technology Professional Development Programs
  • Abstracts
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  • Publication Information

    A Practitioner's Guide to Instructional Design in Higher Education

    Table of Contents

    The purpose of this book is to provide guidelines and best practices for how to lead instructional design efforts in higher education. The audience for this book are instructional designers and technologists working at 2-year and 4+ year degree institutions. This book provides instructional designers and technologists with templates, suggestions for best practices, and ways that they can leverage instructional design to support learning.
    Sheri Conklin

    University of North Carolina Wilmington

    Dr. Sheri Conklin is an Assistant Professor at the University of North Carolina Wilmington. Prior to moving into this role, she worked as the Director of eLearning over a team of Instructional Designers. Her research interests include online course design, instructor social presence, and faculty professional development.
    Beth Oyarzun

    University of North Carolina

    Beth Oyarzun is a Clinical Assistant Professor of Learning, Design and Technology (LDT) at the University of North Carolina at Charlotte. She teaches fully online LDT technology courses and her research interests involve identifying effective instructional methods in the asynchronous online learning environments. Her Ph.D. in Instructional Design and Technology was awarded by Old Dominion University in 2016. Prior to working in higher education, Beth was an instructional designer for 11 years and Nationally Board Certified high school Mathematics teacher for nine years.

    Rebecca M. Reese

    Rocky Mountain College of Art and Design

    Rebecca M. Reese is the Director of Online Learning for Rocky Mountain College of Art and Design. Her research primarily focuses on the application of Universal Design for Learning to improve online accessibility, and the incorporation of game theory in online environments to enhance knowledge transfer and reduce cognitive load.
    Jill E. Stefaniak

    University of Georgia

    Jill Stefaniak is an Associate Professor in the Learning, Design, and Technology program in the Department of Workforce Education and Instructional Technology at the University of Georgia. Her research interests focus on the professional development of instructional designers and design conjecture, designer decision-making processes, and contextual factors influencing design in situated environments.

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